ROLE OF TEACHER BEHAVIOR ON STUDENT MOTIVATION AT SECONDARY SCHOOL IN RAHIM YAR KHAN

Abstract

Explore the impact of teacher’s perceived differential behavior on
students’ achievement motivation and examine the indirect effects of self-esteem
and self-identity. Two hundred eighty-seven secondary school students were
tested and analyzed using the teacher differential behavior (TDB) scale, self?esteem (SE) scale, self-identity (SI) scale, and achievement motivation scale in
Rahim Yar Khan, Punjab, Pakistan. The results showed that at the individual
level, teacher differential behavior could, to some extent, directly and indirectly,
predict students' achievement motivation through the chain mediation of self?esteem and self-identity. At the class level, teachers' differential behavior has no
significant impact on students' achievement motivation. In the teaching process,
teachers should pay attention to educational fairness, avoid the negative impact
of discriminatory conduct, create a better learning environment for students, and
encourage the development of their physical and mental health.